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EDUCATE > COAST CONNECTIONS > SANDY SHORES
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• Background
• Essential Concepts
• Driving Questions
• General Resources

Entry Events

• Invite A Guest Speaker
• Read a Book
• Engage the Senses

Driving Questions:

• DQ1: Why are our sandy beaches special? 
• DQ2: How can we take care of sandy beaches? 
• ​​DQ3: Why do we need to restore Oregon's dunes?

Authentic Projects for DQ1:

• AP1: Critters of the Coast
• AP2: Mapping Our Beaches

Authentic Projects of DQ2:

• AP1: Oregon's Beach Bill
• AP2: Our Beach, Our Responsibility

Authentic Projects of DQ3: 

• AP1: Restoration Project
• AP2: Recruitment Campaign

Driving Question 2: How Can We Take Care of Sandy Beaches?

Learner Level: Beginner (best for younger students, students less inexperienced with science, or students with significant learning disabilities)

In a nutshell: Students uncover the unique ecology, wildlife, and features of Oregon's sandy coasts.

Why choose this question? This DQ allows students to focus on the biological aspects of the seashore, namely the animals that live there. If you have students who don't spend alot of time at the beach, this investigation is a great way for them to gain expertise in basic sandy shore wildlife and ecology. Students also have the opportunity to delve into geography, helping them develop a stronger sense of place and understanding of where they live.

CHOOSE YOUR AUTHENTIC PROJECT BELOW:

Oregon’s Beach Bill: students investigate the diverse stakeholders involved in establishing the Oregon Beach Bill.

Our Beach, Our Responsibility: students investigate the ways that humans negatively impact the beach.